Media Literacy Skills and the “War on Terrorism”     

Jeremy W. Cook 《Clearing house (Menasha, Wis.)》2013,86(6):284-288

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Guiding reinvention of conventional tools of mathematical logic: students’ reasoning about mathematical disjunctions     

Paul Christian Dawkins  John Paul Cook 《Educational Studies in Mathematics》2017,94(3):241-256

Motivated by the observation that formal logic answers questions students have not yet asked, we conducted exploratory teaching experiments with undergraduate students intended to guide their reinvention of truth-functional definitions for basic logical connectives. We intend to reframe the relationship between reasoning and logic by showing how logic emerges within students’ mathematical activity. This activity entails reflecting on and systematizing their own language use across diverse semantic content. We present categories of students’ untrained strategies for assessing the truth-values for mathematical disjunctions. Students’ initial reasoning heavily reflected content-specific and pragmatic factors in ways inconsistent with the norms and conventions of mathematical logic. Despite this, all student groups reinvented the standard truth-functional definition for simple disjunctions. We demonstrate how this learning depended upon particular forms of reasoning about logic. We also contrast various strategies for assessing quantified disjunctions and their different affordances in students’ mathematical activity.  相似文献   

Social impact of participatory health research: collaborative non-linear processes of knowledge mobilization     

Tineke A. Abma  Tina Cook  Margaretha Rämgård  Elisabeth Kleba  Janet Harris  Nina Wallerstein 《Educational Action Research》2017,25(4):489-505

Social impact, defined as an effect on society, culture, quality of life, community services, or public policy beyond academia, is widely considered as a relevant requirement for scientific research, especially in the field of health care. Traditionally, in health research, the process of knowledge transfer is rather linear and one-sided and has not recognized and integrated the expertise of practitioners and those who use services. This can lead to discrimination or disqualification of knowledge and epistemic injustice. Epistemic injustice is a situation wherein certain kinds of knowers and knowledge are not taken seriously into account to define a situation. The purpose of our article is to explore how health researchers can achieve social impact for a wide audience, involving them in a non-linear process of joint learning on urgent problems recognized by the various stakeholders in public health. In participatory health research impact is not preordained by one group of stakeholders, but the result of a process of reflection and dialog with multiple stakeholders on what counts as valuable outcomes. This knowledge mobilization and winding pathway embarked upon during such research have the potential for impact along the way as opposed to the expectation that impact will occur merely at the end of a research project. We will discuss and illustrate the merits of taking a negotiated, discursive and flexible pathway in the area of community-based health promotion.  相似文献   

Editorial     

Tina Cook  Brenda Roche 《Educational Action Research》2017,25(4):467-472

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Literacy inequalities and social justice     

Bryan Maddox  Sheila AikmanNitya Rao  Anna Robinson-Pant 《International Journal of Educational Development》2011

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Want to improve sexual health education for girls? Include body image     

Virginia Ramseyer Winter  Michaella Ward  Sarah Pilgrim  Mackenzie Cook  Alison Summers 《American journal of sexuality education》2019,14(2):152-164

Research suggests body image is related to sexual behaviors, which can impact sexual health across the lifespan. This paper aims to explain the necessity for including body image content in sexuality education to improve outcomes among girls. Our recommendations, supported by theory and empirical research include (a) an assessment of existing curricula; (b) designing new, theoretically-informed curricula; (c) using innovative technology in sex education; (d) rigorous evaluation of existing and new curricula; and (e) revising the National Sexuality Education Standards. These recommendations are discussed after providing the necessary background and rationale.  相似文献   

Points of View – Sites of Conflict: Dissimulation as Protective Disguise     

John Cook 《Parallax》2015,21(2):213-228

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Analogical Reasoning in the Classroom: Insights From Cognitive Science          下载免费PDF全文

Michael S. Vendetti  Bryan J. Matlen  Lindsey E. Richland  Silvia A. Bunge 《Mind, Brain, and Education》2015,9(2):100-106

Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning is a cognitive underpinning of the ability to notice and draw similarities across contexts. Reasoning by analogy is especially challenging for students, who must transfer in the context‐rich and often high‐pressure settings of classrooms. In this brief article, we explore how best to facilitate children's analogical reasoning, with the aim of providing practical suggestions for classroom instruction. We first discuss what is known about the development and neurological underpinnings of analogical reasoning, and then review research directly relevant to supporting analogical reasoning in classroom contexts. We conclude with concrete suggestions for educators that may foster their students' spontaneous analogical reasoning and thereby enhance scholastic achievement.  相似文献   

Letter from the Editors-in-Chief     

John R. Staver  Lynn A. Bryan 《Journal of Science Teacher Education》2010,21(4):389-392

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From Boston to Brixton: An Autoethnographic Account of Schooling from Jamaica to the UK     

Beverley Bryan 《Changing English: An International Journal of English Teaching》2010,17(2):141-152

The purpose of this paper is to explore some experiences of early Caribbean migrants, while offering comparisons between two similar school systems, namely England and Jamaica. The paper employs the autoethnographical method (auto/ethno/graphy), which is a study of self in context. Using the tool of memory, the autobiographical investigation of one set of migrant experiences confirms the commonality of educational systems and underscores the efficiency of colonial administration in managing the same lack of opportunities in two settings. The individual account of schooling in England revealed the impact and influence of family and the beginning of the racist practices that eventually became entrenched. However, the account also revealed the unplanned and casual opportunities that did arise for a child to navigate her way through the system. As the discriminatory practices hardened with time and legislation, there was increased alienation and the search by younger migrants for a better way of belonging through ‘home’ and community. The paper obliquely searches for the common grounds and routes shared by later migrants and descendants of migrants. The final aim of the paper has been to remind teachers of the wider possibilities for narratives in classroom encounters.  相似文献